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Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change Sci. Educ. (IF 6.0) Pub Date : 2024-04-23 Jessica M. Karch, Nicolette M. Maggiore, Jennifer R. Pierre‐Louis, Destiny Strange, Vesal Dini, Ira Caspari‐Gnann
Small group interactions and interactions with near‐peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop
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A review of Mark Windschitl's Teaching Climate Change Sci. Educ. (IF 6.0) Pub Date : 2024-04-18 Emily A. Holt, Jessica Duke
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A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education Sci. Educ. (IF 6.0) Pub Date : 2024-04-11 Lilith Rüschenpöhler
This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical
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Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers Sci. Educ. (IF 6.0) Pub Date : 2024-04-06 Yvoni Pavlou, Zacharias C. Zacharia, Marios Papaevripidou
This study aimed to investigate whether the presence (when using physical manipulatives [PMs]) or absence (when using virtual manipulatives [VMs]) of haptic sensory feedback (i.e., open‐ended haptic manipulation of physical materials with the use of the hands) during experimentation can impact preschoolers’ conceptual understanding of concepts concerning three different subject domains (i.e., balance
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Not the only novice in the room: Partnerships and belongingness in a research immersion program Sci. Educ. (IF 6.0) Pub Date : 2024-04-03 Katherine Ann Ayers, Robyn Ann Pennella, Olayinka Mohorn-Mintah, Summer Jane Jasper, Susan Naomi Nordstrom
Lack of access to STEMM mentors has been identified as a critical barrier to biomedical research careers, leading to a lack of diversity in this field. To address such a barrier, the National Institutes of Health invested funds to support institutions in developing research immersion programs to provide “underrepresented” students with mentored research experiences. While providing access and opportunity
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Teacher positioning within the figured world(s) of urban school science Sci. Educ. (IF 6.0) Pub Date : 2024-04-02 Katherine Wade‐Jaimes, Rachel Askew
Although research has highlighted the challenges of teaching in urban settings, particularly for science teachers, it has paid less attention to the development of science teaching identities in urban settings. This paper situates science teaching identity within societal discourses of science, education, and teaching to explore the ways in which macro‐level discourses influence the positions available
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Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties Sci. Educ. (IF 6.0) Pub Date : 2024-04-02 Ying‐Chih Chen, Michelle Jordan, Jongchan Park, Emily Starrett
An essential aspect of scientific practice involves grappling with the generation of predictions, representations, interpretations, investigations, and communications related to scientific phenomena, all of which are inherently permeated with uncertainty. Transferring this practice from expert settings to the classroom is invaluable yet challenging. Teachers often perceive struggles as incidental,
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Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts Sci. Educ. (IF 6.0) Pub Date : 2024-04-02 K. C. Busch, Aparajita Rajwade
The predominant conceptualization of scientific literacy occurs on the micro scale of an individual person. However, scientific literacy can also be exhibited at the meso scale by groups of people in communities of place, practice, or interest. What comprises this community level scientific literacy (CSL) is both understudied and undertheorized. In this paper, we utilized a systematic literature review
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Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect Sci. Educ. (IF 6.0) Pub Date : 2024-04-02 Thomas Schubatzky, Claudia Haagen‐Schützenhöfer, Rainer Wackermann, Carina Wöhlke, Sarah Wildbichler
The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content‐specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the relationship between students' frameworks and knowledge
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Epistemic conflict and sensemaking in elementary students' navigation of an engineering design task Sci. Educ. (IF 6.0) Pub Date : 2024-03-30 Tejaswini Dalvi, Kristen Wendell
An understanding of how sensemaking unfolds when elementary students engage in engineering design tasks is crucial to advancing engineering teaching and learning at K‐12 levels. Sensemaking has been widely studied in the context of science as a discipline. In this paper, we seek to contribute to the more nascent efforts to build theory about the characteristics of sensemaking in elementary school engineering
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Towards a constructivist view of instructional explanations as a core practice of science teachers Sci. Educ. (IF 6.0) Pub Date : 2024-03-26 Christoph Kulgemeyer, David Geelan
Instructional explanations are sometimes viewed as part of a nonconstructivist, solely teacher‐centered learning environment, leading to the perception that they are ineffective or inappropriate for teaching science. Consequently, teacher education programmes seldom focus on preparing teachers to explain scientific concepts effectively. Interestingly, the perception of a specific kind of instructional
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Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice‐centered ends Sci. Educ. (IF 6.0) Pub Date : 2024-03-12 Jasmine Jones
The underrepresentation of Black Americans in physics has been persistent for so long that it seems to have constrained physics educators' collective imagination when it comes to conceptualizing and pursuing equity in physics teaching and learning. Drawing on a teacher research study that foregrounds justice‐centered physics teaching, this article pushes past the “equity as access” narrative toward
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Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students Sci. Educ. (IF 6.0) Pub Date : 2024-03-08 Julia Schiefer, Jana Caspari, Joana A. Moscoso, Ana I. Catarino, Pedro Miranda Afonso, Jessika Golle, Patrick Rebuschat
Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness
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Diversifying computer science: An examination of the potential influences of women-in-computing groups Sci. Educ. (IF 6.0) Pub Date : 2024-02-26 Jue Wu, David H. Uttal
The gender imbalance in computer science (CS) is one of the most challenging issues in American education. CS is the only science, technology, engineering, and mathematics (STEM) field in which women's representation has steadily declined in recent decades. In this study, we explored one potential approach that could be effective in increasing college women's participation in CS: participation in Women-in-Computing
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Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study Sci. Educ. (IF 6.0) Pub Date : 2024-02-21 Umit Aslan, Michael Horn, Uri Wilensky
Science educators are integrating more and more computational thinking (CT) activities into their curricula. Proponents of CT offer two motivations: familiarizing students with a realistic depiction of the computational nature of modern scientific practices and encouraging more students from underrepresented backgrounds to pursue careers in science, technology, engineering, and mathematics. However
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Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking Sci. Educ. (IF 6.0) Pub Date : 2024-02-07 Heesoo Ha, Ying-Chih Chen, Jongchan Park
Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial engagement with a driving question related to a target phenomenon;
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Talking about “bioluminescence” and “puppies of the ocean”: An anti-deficit exploration of how families create and use digital artifacts for informal science learning during and after an aquarium visit Sci. Educ. (IF 6.0) Pub Date : 2024-02-04 Kimberly R. Kelly, Claudine Maloles, Natalie George, Selah Mokatish, Savannah Neves
Families commonly document their outings by capturing their experiences through digital photographs and videos. However, little is known about the ways in which families engage their personal mobile devices to document educational family outings and how they subsequently talk about the digital artifacts that captured their informal learning experiences. This paper presents new evidence on family digital
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Latinx students embodying justice-centered science: Agency through imagining via the performing arts Sci. Educ. (IF 6.0) Pub Date : 2024-02-04 Rebecca Kotler, Maria Rosario, Maria Varelas, Nathan C. Phillips, Rachelle P. Tsachor, Rebecca Woodard
Children are often denied science education that engages their emotions and multiple identities. This study focused on ways in which embodied arts-based experiences offer opportunities for such engagement in pedagogical efforts associated with justice-centered science. The conceptual framework that informed the study considers the body as a site of learning, embraces social justice in science education and
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Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices Sci. Educ. (IF 6.0) Pub Date : 2024-01-29 Emily Dawson, Raj Bista, Amanda Colborne, Beau-Jensen McCubbin, Spela Godec, Uma Patel, Louise Archer, Ada Mau
Understanding equitable practice is crucial for science education since science, technology, engineering, and mathematics (STEM) fields and STEM learning practices remain significantly marked by structural inequalities. In this paper, building on theories of discourse and situated meaning developed by Foucault, Gee, and Sedgewick, we explore how educators navigated discourses about social justice in
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Students' credibility criteria for evaluating scientific information: The case of climate change on social media Sci. Educ. (IF 6.0) Pub Date : 2024-01-19 Soraya Kresin, Kerstin Kremer, Alexander Georg Büssing
The rise of social media platforms and the subsequent lack of traditional gatekeeping mechanisms contribute to the multiplied spread of scientific misinformation. Particularly in these new media spaces, there is a rising need for science education in fostering a science media literacy that enables students to evaluate the credibility of scientific information. A key determinant of a successful credibility
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Lessons from a professional learning community: Navigating tensions while moving between theory and practice in teaching chemistry for social justice Sci. Educ. (IF 6.0) Pub Date : 2024-01-18 Kathryn Ribay
Maintaining a commitment to social justice teaching can be especially challenging when navigating the bureaucratic systems and ever-spiraling responsibilities of the education system. To better understand how social-justice-oriented educators navigate these tensions, this paper uses qualitative methods to investigate the social justice problems of practice identified by five chemistry teachers in a
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Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process Sci. Educ. (IF 6.0) Pub Date : 2024-01-18 Linda Preminger, Kathryn N. Hayes, Christine L. Bae, Dawn O'Connor
Instructional shifts required by equitable, reform-based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating
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Under pressure: How do science teachers use capital to achieve agency during turbulent times? Sci. Educ. (IF 6.0) Pub Date : 2024-01-06 Elizabeth D. Diaz-Clark, Josie L. Otto, Diane S. Wright, Danielle E. Lin Hunter, Laura B. Sample McMeeking, Andrea E. Weinberg, Meena M. Balgopal
Disruptions to education systems (e.g., the COVID-19 pandemic) evoke a range of responses from teachers. Teachers are required to learn new skills, attend to students' social emotional needs, modify their instructional approaches, and discover innovative ways to engage their students in science, technology, and engineering courses, all while managing their own professional and personal needs. Although
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“I think of it that way and it helps me understand”: Anthropomorphism in elementary students' mechanistic stories Sci. Educ. (IF 6.0) Pub Date : 2024-01-03 Xiaowei Tang, David Hammer
How anthropomorphic reasoning functions in scientific thinking has been a controversial topic. There is evidence it is problematic as well as evidence it can play productive roles, for scientists and for students. In science education, however, the prevailing view remains that it is an impediment. For this study, we have chosen examples of what we claim are productive instances in elementary students'
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Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption Sci. Educ. (IF 6.0) Pub Date : 2023-12-07 Robert Walldén, Pia N. Larsson
Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse
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The student hat in professional development: Building epistemic empathy to support teacher learning Sci. Educ. (IF 6.0) Pub Date : 2023-11-30 Benjamin R. Lowell
Professional development (PD) can support science teachers to learn about instructional reforms, but more work needs to be done on broadening our understanding of how specific PD activities support teacher learning. One understudied PD activity is the student hat: when teachers engage in student learning activities while considering ideas, language, and feelings students might have to build their empathy
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Children's exposure to STEM instruction in preschool and how they respond to it Sci. Educ. (IF 6.0) Pub Date : 2023-11-29 Charles R. Greenwood, Dwight W. Irvin, Alana G. Schnitz, Jay Buzhardt
Early childhood is an opportune time to begin teaching STEM, and preschool education provides the opportunity. How children experience and respond to STEM in community-based preschools is our focus. Using the CIRCLE classroom observation system, we examined how frequently and in what contexts preschool teachers provided STEM learning opportunities, and how children responded using quantitative–descriptive
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Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions Sci. Educ. (IF 6.0) Pub Date : 2023-11-29 Pamela S. Lottero-Perdue, Heidi L. Masters, Jamie N. Mikeska, Meredith Thompson, Meredith Park Rogers, Dionne Cross Francis
Engaging children in argumentation-focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching practice, in lieu of traditional field experiences, online
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Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling Sci. Educ. (IF 6.0) Pub Date : 2023-11-15 Rieke Ammoneit, Maximilian Felix Göhner, Tom Bielik, Moritz Krell
Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black-box modeling task and its relation to established aspects of modeling competence:
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English language proficiency standards aligned with content standards: How the Next Generation Science Standards and WIDA 2020 reflect each other Sci. Educ. (IF 6.0) Pub Date : 2023-11-06 Okhee Lee, Scott Grapin
The Next Generation Science Standards (NGSS) provide a vision for contemporary science education with all students, including the fast-growing population of multilingual learners in the United States K-12 context. The shifts heralded by the NGSS have resulted in significant changes to English language proficiency (ELP) or English language development (ELD) standards so they better align with content
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The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration Sci. Educ. (IF 6.0) Pub Date : 2023-11-06 Minna O. Nygren, Sara Price, Rhiannon Thomas Jha
Although adults are known to play an important role in young children's development, little work has focused on the enactive features of scaffolding in informal learning settings, and the embodied dynamics of intergenerational interaction. To address this gap, this paper undertakes a microinteractional analysis to examine intergenerational collaborative interaction in a science museum setting. The
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Review of the double bind in physics education Sci. Educ. (IF 6.0) Pub Date : 2023-10-20 Angela Johnson
I have been in love with physics since the 1980s, for its beauty, its relentless logic, its fundamental ambiguity. Physics takes us outside ourselves and reminds us that our universe is both orderly and inexplicable. An understanding of physics has also been fundamental to my economic well-being. The rigorous thinking skills I developed, and the social capital I gain with every casual “oh, I majored
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Praxis crisis and the trouble with science teacher education for emergent bilingual learners Sci. Educ. (IF 6.0) Pub Date : 2023-10-17 Sara Tolbert, Caroline T. Spurgin, Doris B. Ash
In this study, we explore how preservice secondary science teachers articulated their agency and structural awareness within racist–nativist policy and schooling environments that limit emergent bilingual students' opportunities to learn science. Our praxis-oriented analysis led us to characterize novice teacher participants' discursive positionings within this structure–agency dialectic—that is, what
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Commentary—misconceiving merit: Paradoxes of excellence and devotion in academic science and engineering Sci. Educ. (IF 6.0) Pub Date : 2023-10-06 Sarah Losoya
Misconceiving Merit: Paradoxes of excellence and devotion in academic science and engineering is an easy-to-read, well-organized text that implicates hegemonic ideology and the myth of meritocracy that is omnipresent within science, technology, engineering, and math (STEM) fields. The book is filled with both qualitative and quantitative data that tells a story of the popular notions of success and
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Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach Sci. Educ. (IF 6.0) Pub Date : 2023-10-04 Hee-Sun Lee, Gey-Hong Gweon, Aubree Webb, Dan Damelin, Chad Dorsey
This study addresses the measurement of high school students' epistemic knowledge associated with scientific experimentation (EKSE) which concerns how scientific experimentation generates knowledge and why that knowledge is justified. Based on philosophical, educational standards, and literature analyses, an EKSE construct is characterized as (1) underlying students' decisions and reasoning elicited
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The Classroom-Research-Mentoring Framework: A lens for understanding science practice-based instruction Sci. Educ. (IF 6.0) Pub Date : 2023-09-19 Alexandra C. Cooper, Molly S. Bolger
Reformed science curricula provide opportunities for students to engage with authentic science practices. However, teacher implementation of such curricula requires teachers to consider their role in the classroom, including realigning instructional decisions with the epistemic aims of science. Guiding newcomers in science can take place in settings ranging from the classroom to the undergraduate research
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Learning to see, seeing to learn: Impacts of an online tool on volunteers' observational practices during aquatic macroinvertebrate identification Sci. Educ. (IF 6.0) Pub Date : 2023-09-16 Marti Louw, Camellia W. Sanford-Dolly
Scientific observation is a disciplinary-informed way of looking at the world that requires the coordination of domain knowledge and perceptual skills with specialized tools and techniques to systematically identify objects, organisms, specimens, or phenomena of interest. Identification is a particular form of skilled observational practice where the observer recognizes key features for classification
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Using different acceptance measures: The interplay of evolution acceptance, evolution understanding, and religious belief among German preservice biology teachers, secondary school students, and creationists Sci. Educ. (IF 6.0) Pub Date : 2023-09-06 Daniela Fiedler, Alexandra Moormann, Anna Beniermann
Evolution understanding is often positively connected with magnitudes of evolution acceptance, whereas religiosity mostly interferes negatively. However, comparisons between studies and countries must be treated cautiously due to the diversity of used instruments and samples. This study aims to generate new evidence concerning the interplay of evolution acceptance, evolution understanding, and religious
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Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument Sci. Educ. (IF 6.0) Pub Date : 2023-08-30 Leroy Großmann, Dirk Krüger
Lesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response
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The reification of identity narratives in teacher–student discourse during an inquiry project Sci. Educ. (IF 6.0) Pub Date : 2023-08-28 Lulu Garah, Shulamit Kapon
We present a year-long case study that documents the interactions between a teacher–research–mentor (TRM) and two 11th grade students working in their school laboratory on an extended inquiry project that is part of reformed mandatory requirements for advanced-level matriculation in physics. Both the students (females) and the TRM (male) are Arab citizens of Israel, and the school is a public Arab
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Student reasonings and cognitive biases in climate change predictions Sci. Educ. (IF 6.0) Pub Date : 2023-08-24 Kaela Clabaugh Howell, Emily A. Holt
Undergraduate biology educators strive to understand how to best teach students the concepts of climate change. The root of this understanding is the establishment of what students know about climate change. This research aims to describe undergraduate biology students’ conceptions of climate change and their argument practices and associated cognitive biases in how they think about the topic. We used
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Presenting a socio-scientific issue in a science and technology museum: Effects on interest, knowledge and argument repertoire Sci. Educ. (IF 6.0) Pub Date : 2023-08-22 Magdalena Novak, Siëlle Gramser, Sandra Köster, Feliza Ceseña, Sabine Gerber-Hirt, Stephan Schwan, Doris Lewalter
Many museums deal with socio-scientific issues—meaning topics with multiple perspectives and ongoing research, such as climate change, vaccinations, or livestock farming. As important and trusted sources of science education, museums can play a critical role in raising awareness about such issues. They tend to highlight the various perspectives on the topic and thereby are able to provide a balanced
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Developing an instrument to examine students' analogical modeling competence: An example of electricity Sci. Educ. (IF 6.0) Pub Date : 2023-08-22 Jing-Wen Lin, Hsiu-Yi Chao
Science education reforms advocate modeling as a core practice in which analogy is a significant form and analogical modeling is a creative process for scientific explanation and discovery. This study adopts the self-generated analogical modeling approach involving electricity, which considers all the modeling subprocesses and includes two subtopics (circuits and energy) with incompatible ontological
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Theorizing science-civic practices: Youth adaptation and remixing of scientific numeracies within digital civic media Sci. Educ. (IF 6.0) Pub Date : 2023-08-21 Lynne Zummo, Emma Gargroetzi, Lea Hadzic
Informed civic engagement has long been a goal of science education. Yet, how youth civically engage using science—what knowledge and practices they draw on, when, how, and for what purposes—remains largely unknown. By examining youth civic digital media production around climate change and COVID-19, we shed light on this area. We view both scientific and civic engagement through the theoretical lens
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Social participation in science museums: A concept under construction Sci. Educ. (IF 6.0) Pub Date : 2023-08-19 Bianca Hipólito de Oliveira, Alessandra Fernandes Bizerra
The term social participation is widely used and has various meanings in different contexts. This article aims to enhance the understanding of social participation in science museums. The research was conducted using a cultural-historical perspective in six steps: (1) survey to identify the meanings attributed to the term social participation and actions considered participatory in Brazilian science
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Co-creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM-focused high school Sci. Educ. (IF 6.0) Pub Date : 2023-08-17 Jennifer N. Tripp, Noemi Waight
Science education reform efforts have called for teaching science to all students, yet the “Science for All” mantra has remained merely rhetoric. Given that multilingual learners continue to face inequities more broadly in the education system and in science, technology, engineering, and mathematics (STEM) subjects in particular, there has been renewed attention to conditions that support more equitable
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Incorporating investigations of environmental racism into middle school science Sci. Educ. (IF 6.0) Pub Date : 2023-08-11 Allison Bradford, Libby Gerard, Erika Tate, Rui Li, Marcia C. Linn
To promote a justice-oriented approach to science education, we formed a research-practice partnership between middle school science teachers, their students, curriculum designers, learning scientists, and experts in social justice to co-design and test an environmental justice unit for middle school instruction. We examine teacher perspectives on the challenges and possibilities of integrating social
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Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science Sci. Educ. (IF 6.0) Pub Date : 2023-08-11 Zhi Hong Wan, Ying Zhan, Yanan Zhang
Science education researchers and curriculum documents have advocated scientific inquiry for more than six decades; however, inconsistent findings concerning its effects on students' learning outcomes have been revealed in recent analyses of large-scale international assessment data (e.g., the Programme for International Student Assessment [PISA]). This has evoked considerable concern given the significant
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Young children co-constructing science: The importance of their families and cultural communities Sci. Educ. (IF 6.0) Pub Date : 2023-08-09 Christine M. McWayne, Gigliana Melzi
There is considerable agreement among scientists, educators, and policymakers about the need to broaden participation in science, technology, engineering, and math (STEM) education. Yet, equity requires much more than increasing STEM access for marginalized groups of children. In this invited commentary, we raise two critical points for the field to continue to grapple with as we investigate ways to
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Interlocking models in classroom science Sci. Educ. (IF 6.0) Pub Date : 2023-07-21 Eve Manz, Chris Georgen
Both professional and classroom-based scientific communities develop and test explanatory models of the natural world. For students to take up models as tools for sensemaking, practice must be agentive (where students use and revise models for specific purposes) and conceptually productive (where students make progress on their ideas). In this paper, we explore principles to support agentive and conceptually
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Representations of science content in a primary classroom: Combining long and short timescales for multimodal analysis Sci. Educ. (IF 6.0) Pub Date : 2023-07-21 Kristina Danielsson, Fredrik Jeppsson, Ewa B. Nestlog, Kok-Sing Tang
This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studies have been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action
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Leveraging purposes and values to motivate and negotiate reform Sci. Educ. (IF 6.0) Pub Date : 2023-07-21 William E. Lindsay, Valerie K. Otero
This study examines the impact of organizational purposes and values on reforming physics instruction to align with a practice-based instructional approach, in a case of engaging in infrastructuring with a no-excuses charter network. The network's instruction was guided by organizational purposes of ensuring predictable academic success and collegiate access for all students and was supported by a
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Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher Sci. Educ. (IF 6.0) Pub Date : 2023-07-18 Khanh Q. Tran, S. Selcen Guzey
Culturally sustaining pedagogies have encouraged scholars to reimagine and rebuild justice-oriented classrooms across context and disciplines and provide opportunities for students to reclaim their ways of knowing and doing in schools. In this study, we seek to contextualize culturally sustaining teaching practices in integrated science and engineering middle school classrooms. In collaboration with
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Interdisciplinary dialogic argumentation among out-of-field and in-field physics teachers Sci. Educ. (IF 6.0) Pub Date : 2023-07-15 David Perl-Nussbaum, Baruch B. Schwarz, Edit Yerushalmi
Out-of-field teaching is a global educational challenge. In particular, many teachers whose academic background and main teaching experience is in biology are called to teach middle school physics and have limited opportunities for productive professional development. Based on previous studies, we expect these teachers to hold different epistemic cognitions from the in-field teachers. The present study
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Teacher-perceived science inquiry-based instructional practice on student achievement and motivational beliefs in classroom contexts Sci. Educ. (IF 6.0) Pub Date : 2023-07-12 Pey-Yan Liou, Eunjung Myoung
A hotly debated topic is the effectiveness of inquiry-based instructional practice in science classrooms on student achievement and motivation. Numerous studies based on multinational large-scale education data show such student-centered instructional practice positively led to students' motivational beliefs but was negatively associated with science achievement. Current literature, however, drew such
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Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry Sci. Educ. (IF 6.0) Pub Date : 2023-07-11 Anttoni Kervinen, Tuomas Aivelo
Uncertainty is endemic to scientific research practices; therefore, it is also an important element in learning about science. Studies have shown that experiences and management of uncertainty regarding the epistemic practices of science can support learning. Whereas the common strategies of supporting students in handling uncertainty rely on the teacher knowing the preferred outcomes and answers,
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The effects of modeling-based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners Sci. Educ. (IF 6.0) Pub Date : 2023-07-07 Kathy L. Malone
The use of scientific modeling has been shown to be highly effective in the learning of science content in multiple disciplines for non-English Learners (EL). However, the benefits of using this pedagogy with ELs have not been heavily explored. This article discusses the use of modeling-based evolution and population ecology pedagogical units in a sheltered biology high school class for ELs. A sheltered
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Learning by doing: A multi-level analysis of the impact of citizen science education Sci. Educ. (IF 6.0) Pub Date : 2023-07-06 Elizabeth Y. Zhang, Calista Hundley, Zachary Watson, Fariya Farah, Sarah Bunnell, Thea Kristensen
Science education that fosters scientific competency and engagement prepares students to become informed civic participants in modern society. Teaching strategies that encourage scientific engagement are especially important in rural settings, as these students are less likely to pursue scientific careers or use science in their everyday lives. To this aim, we implemented a citizen science approach
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Spatiotemporal relationships in science lessons: Building learning opportunities over time Sci. Educ. (IF 6.0) Pub Date : 2023-07-05 Vanessa Cappelle, Luiz Gustavo Franco, Danusa Munford
In this study, we investigated the construction of science learning opportunities focusing on space−time relationships. Guided by ethnography in education, we followed the everyday life of a classroom over their three first years at elementary school. Based on macroanalysis, we examined discursive interactions in temporally distant events and how participants built relationships between these events